Crosswalk For The WV Professional Teaching Standards .

Crosswalk for the WV Professional Teaching Standards, InTASC Categories and Standards, and CAEP StandardsThe curriculum for West Virginia higher-education teacher preparation programs that lead to certification should reflect and be aligned to theWest Virginia Professional Teaching Standards (WVPTS) – ). To meet the Council forAccreditation for Educator Preparation (CAEP) requirements for national accreditation, Educator Preparation Programs (EPPs) must also address: (1)the Interstate Teacher Assessment and Support Consortium Core Teaching Standards 2015 (InTASC Standards) in their four categories TASC Model Core Teaching Standards and Learning Progressions for Teachers 10.html), and(2) the CAEP Standards (See https://caepnet.files.wordpress.com/2015/02/final board amended 20150213.pdf).CAEP Standard 1 requires that EPPs ensure that their teacher candidates demonstrate an understanding of the 10 InTASC Standards at theappropriate progression level(s) in the following categories: A) The Learner and Learning (InTASC Standards 1, 2, and 3), B) Content (InTASCStandards 4 and 5), C) Instructional Practice (InTASC Standards 6, 7, and 8), and D) Professional Responsibility (InTASC Standards 9 and 10).The purpose of this crosswalk is to facilitate consistent alignment and compliance with West Virginia’s standards and CAEP’s requirementsby Educator Preparation Programs. To support common understanding of the relationship between West Virginia’s state standards for the preparationand practice of educators and the CAEP requirements for national accreditation, the crosswalk is illustrated in two ways: 1) Alignment ofWVPTS, InTASC Categories and Standards, and CAEP Standards, and 2) Alignment of WVPTS, CAEP Standards, and InTASCStandards to InTASC Categories.Additional applications of InTASC Standards and CAEP Standards and Recommendations are the responsibility and prerogative of EPPs.NOTE 1: The WVPTS and the 10 InTASC Standards apply to the learning and work of preservice teachers. CAEP Standards 1, 2, and 4depend on the EPP’s success in meeting CAEP Standards 3 and 5, which apply to the structure, quality, and work of the EPP. The five CAEPstandards and elements are placed in the alignment table below as they are appropriate. If all elements of a standard apply to the WVPTS/InTASCstandards, the CAEP standard is there; if only one or more elements of a CAEP apply, only those elements are there.NOTE 2: Our programs must show alignment of WVPTS, ISTE, Praxis, national, and CAEP standards in appropriate documents, not alldocuments, including syllabi. The final crosswalk submitted to the WV BOE for approval should be available to EPP personnel for tasks connectedto program planning and alignment of standards.NOTE 3: This crosswalk was developed by a subcommittee of the WV High Quality Educator Stakeholder Committee representing publicand private Educator Preparation Programs and WV Department of Education staff.1

Alignment of WVPTS, InTASC Categories and Standards, and CAEP StandardsWVPTS StandardsStandard 1:Curriculum andPlanningFunction 1A: CoreContent --The teachercandidate has a deepknowledge of thecontent and its interrelatedness within andacross the disciplinesand can move beyondbasic contentcompetency to assurestudent mastery ofskills necessary forsuccess in life andwork.Function 1B:Pedagogy -- Theteacher candidate has adeep knowledge of theInTASC Categories & StandardsCAEP Standards (Responsibilities of EPP)B. ContentStandard 4 Content Knowledge. The teacherunderstands the central concepts, tools of inquiry,and structures of the discipline(s) he or sheteaches and creates learning experiences thatmake the discipline accessible and meaningful forlearners to assure mastery of the content.Standard 1: Content and Pedagogical Knowledge:Candidate Knowledge, Skills, and Professional Dispositions1.1 Candidates demonstrate an understanding of the 10 InTASC standards atthe appropriate progression level(s) in the following categories: the learnerand learning; content; instructional practice; and professional responsibility.1.3 Providers ensure that completers apply content and pedagogicalknowledge as reflected in outcome assessments in response to standards ofSpecialized Professional Associations (SPA), the National Board forProfessional Teaching Standards (NBPTS), states, or other accreditingbodies (e.g., National Association of Schools of Music–NASM).1.4 Providers ensure that completers demonstrate skills and commitment thatafford all P-12 students access to rigorous college-and career-readystandards (e.g., Next Generation Science Standards, National CareerReadiness Certificate, Common Core State Standards).Standard 2: Clinical Partnerships and Practice:Clinical Experiences2.3 The provider works with partners to design clinical experiences ofsufficient depth, breadth, diversity, coherence, and duration to ensure thatcandidates demonstrate their developing effectiveness and positive impacton all students’ learning and development. Clinical experiences, includingtechnology-enhanced learning opportunities, are structured to have multipleperformance-based assessments at key points within the program todemonstrate candidates’ development of the knowledge, skills, andprofessional dispositions, as delineated in Standard 1, that are associatedwith a positive impact on the learning and development of all P-12 students.Standard 3: Candidate Quality, Recruitment, and Selectivity (all sixelements)Standard 1: Content and Pedagogical Knowledge (all five elements)Standard 2. Clinical Partnerships and Practice:C. Instructional PracticeStandard 8 Instructional Strategies. The teacherunderstands and uses a variety of instructionalstrategies to encourage learners to develop deepunderstanding of content areas and theirconnections, and to build skills to applyknowledge in meaningful ways.B. ContentStandard 4 Content Knowledge. The teacherunderstands the central concepts, tools of inquiry,and structures of the discipline(s) he or sheClinical Experiences2

art and science ofteaching in his/herspecific content andcan facilitateexperiences thatadvance creativity,innovation, andproblem-solving.Function 1C: SettingGoals and Objectivesfor Learning -- Theteacher candidate usesa standards-basedapproach to instructionaligned with the stateand local curriculumand sets instructionalgoals and objectivesthat describe whatstudents will learn.Function 1D:Designing Instruction-- The teacherteaches and creates learning experiences thatmake the discipline accessible and meaningful forlearners to assure mastery of the content.C. Instructional PracticeStandard 8 Instructional Strategies. The teacherunderstands and uses a variety of instructionalstrategies to encourage learners to develop deepunderstanding of content areas and theirconnections, and to build skills to applyknowledge in meaningful ways.C. Instructional PracticeStandard 7 Planning for Instruction. Theteacher plans instruction that supports everystudent in meeting rigorous learning goals bydrawing upon knowledge of content areas,curriculum, cross-disciplinary skills, andpedagogy, as well as knowledge of learners andthe community context.B. ContentStandard 5 Application of Content. The teacherunderstands how to connect concepts and use2.3 The provider works with partners to design clinical experiences ofsufficient depth, breadth, diversity, coherence, and duration to ensure thatcandidates demonstrate their developing effectiveness and positive impacton all students’ learning and development. Clinical experiences, includingtechnology-enhanced learning opportunities, are structured to have multipleperformance-based assessments at key points within the program todemonstrate candidates’ development of the knowledge, skills, andprofessional dispositions, as delineated in Standard 1, that are associatedwith a positive impact on the learning and development of all P-12 students.Standard 3: Candidate Quality, Recruitment, and Selectivity:Selectivity During Preparation3.4 The provider creates criteria for program progression and monitorscandidates’ advancement from admissions through completion. Allcandidates demonstrate the ability to teach to college-and career-readystandards. Providers present multiple forms of evidence to indicatecandidates’ developing content knowledge, pedagogical content knowledge,pedagogical skills, and the integration of technology in all of these domains.Selection At Completion3.5 Before the provider recommends any completing candidate for licensureor certification, it documents that the candidate has reached a high standardfor content knowledge in the fields where certification is sought and canteach effectively with positive impacts on P-12 student learning anddevelopment.Standard 1: Content and Pedagogical Knowledge (all five elements)Standard 1: Content and Pedagogical Knowledge (all five elements)3

candidate designsinstruction thatengages students inmeaningfulinstructional activitiesthat support the WVContent Standards andObjectives and thatresult in intentionalstudent learning.Function 1E: StudentAssessments -- Theteacher candidate usesa balanced approach toassure both assessmentof learning andassessment forlearning to provideboth teacher andstudents information toguide future learning.differing perspectives to engage learners in criticalthinking, creativity, and collaborative problemsolving related to authentic local and globalissues.C. Instructional PracticeStandard 6 Assessment. The teacher understandsand uses multiple methods of assessment toengage learners in their own growth, to monitorlearner progress, and to guide the teacher’s andlearner’s decision making.Standard 1: Content and Pedagogical Knowledge:Candidate Knowledge, Skills, and Professional Dispositions1.2 Providers ensure that completers use research and evidence to develop anunderstanding of the teaching profession and use both to measure their P-12students’ progress and their own professional practice.1.3 Providers ensure that completers apply content and pedagogicalknowledge as reflected in outcome assessments in response to standards ofSpecialized Professional Associations (SPA), the National Board forProfessional Teaching Standards (NBPTS), states, or other accreditingbodies (e.g., National Association of Schools of Music–NASM).1.4 Providers ensure that completers demonstrate skills and commitment thatafford all P-12 students access to rigorous college-and career-readystandards (e.g., Next Generation Science Standards, National CareerReadiness Certificate, Common Core State Standards).1.5 Providers ensure that completers model and apply technology standardsas they design, implement and assess learning experiences to engagestudents and improve learning; and enrich professional practice.Standard 4: Program Impact (all four elements)Standard 5: Provider Quality Assurance and Continuous Improvement(all five elements)WVPTS StandardsInTASC Categories & StandardsCAEP Standards (Responsibilities of EPP)Standard 2: TheLearner and theLearningEnvironment4